AnnotatED: Making Reading Active, Visible and Social With Collaborative Annotation

Streamed Session

Session Materials

Brief Abstract

In collaboration with the Online Learning Consortium, MERLOT and AnnotatED, the community for annotation in education, Hypothesis is convening a free workshop on collaborative annotation at OLC Innovate 2021. Register now to join us 10am–12pm CT Friday 12 March 2021.

The workshop will start with a quick orientation to collaborative annotation for social reading: What is it, and how are people using it to enrich online learning?

Then we'll shift to a hands-on activity to explore, discuss, and augment readings selected by our special guest educators, focused on topics related to their OLC Innovate presentation on connecting with students through intentional instructor presence. We'll practice reading together to see firsthand how social annotation can build understanding, connections, and community with Rebecca Cottrell, Ann Obermann, Adjoa Robinson, and Lee Scriggins from the Department of Social Work, and Meredith Jeffers from the Department of Modern Languages at Metropolitan State University of Denver. Our conversation will be anchored in text — literally — and spread out to engage other texts, ideas, and people beyond the workshop itself.

The second half of the workshop will combine with a special edition of Liquid Margins, the show where we gather to talk about collaborative annotation, social learning, and other ways we make knowledge together. You'll join episode 20, "Making Sense of Science With Social Annotation," to meet up with educators using social annotation to help students read, interpret, and comment on scientific texts — and share their “findings” with each other. Hypothesis scholar in residence Remi Kalir will moderate a conversation with Erin McKenney, Assistant Professor of Applied Ecology, and Carlos Goller, Associate Teaching Professor, both from North Carolina State University; and Melissa McCartney, Assistant Professor of Biological Sciences at Florida International University and the Director of Research at Science in the Classroom, an AAAS program that helps students learn to read real-world scientific literature. 

Read more about the AnnotatED Workshop in the Hypothes.is blog.

To participate in this free workshop, please register online.

Note: You do not need to be a registered attendee of OLC Innovate 2021 to participate in this workshop. Hypothesis will send registrants Zoom connection information prior to the workshop.  Registered OLC Innovate attendees will, however, also be able to access the workshop through the OLC Innovate 2021 virtual conference venue.

 

Presenters

Jeremy Dean, Director of Education, Hypothesis Jeremy was previously the Director of Education at Genius where he facilitated educational applications of their interactive archive of literary and historical texts. Jeremy is a scholar-educator with fifteen years of experience teaching at both the college and high school levels. He received a Ph.D. in English from the University of Texas at Austin where he worked as a Project Leader in the Digital Writing and Research Lab for four years developing units and lesson plans around a variety of digital tools. He also worked as a Program Coordinator at the University of Texas Humanities Institute, overseeing their education initiatives.
Nate is an evangelist who connects people, ideas, and technologies to make things better, currently working with Hypothesis (https://web.hypothes.is), the nonprofit organization that stewards open, standards-based annotation technologies and practices. He has worked across a wide variety of public and private institutions, focusing on community development, digital communications, meaningful education, open technologies, and sustainable growth. Nate lives in Portland, Oregon USA with some other cats and humans. Learn more about Nate on his blog (http://xolotl.org) or Twitter (https://twitter.com/xolotl).
Jeremiah (Remi) Kalir is assistant professor of Information and Learning Technologies at the University of Colorado Denver School of Education and Human Development. Kalir’s research about educator learning and everyday digital media practices has been supported by a 2017-18 OER Research Fellowship from the Open Education Group and a 2016 National Science Foundation Data Consortium Fellowship. He is currently chair of the American Educational Research Association’s Media, Culture, and Learning Special Interest Group, is Co-PI of ThinqStudio, CU Denver’s digital pedagogy incubator, and serves on the board of directors for InGlobal Learning Design.
I currently work as an Online and Hybrid Course Development Analyst for the department of Social Work at MSU Denver. I graduated in June 2020 with a Ph.D in Curriculum and Instruction, with special interest in equitable online and hybrid curriculum development. I have 12 years of teaching experience with diverse student populations including Students of Color, LGBTQ+ students, transfer students, adult learners, and first-generation students.

Extended Abstract